NEPS-Stage 2 deals with the development of children during kindergarten and the subsequent transition to elementary school. As in NEPS-Stage 1, NEPS-Stage 2 also focuses on the importance of both the family and the institutional learning environment for children's development. Central research questions What influence do the specific learning environments such as kindergarten, elementary school and family have on the development of preschool children and what is the relationship between them? What role do institutional settings play in the development of differences in skills and social disparities (according to social or ethnic background)? How are the transitions to elementary school and the associated educational decisions shaped? To answer these and other research questions, the NEPS-Stage 2 survey program focuses in particular on recording the relevant care and educational settings as well as the skills development of preschool children. Stage 2 focuses, among other things, on recording language skills (e.g. vocabulary, grammar), early self-regulatory skills and obtaining the perspective of parents and caregivers on the development of children's prosocial behavior, for example (multi-informant perspective). Further information Detailed description of the conception and design of the survey program of the early phase of stage 2 Current concept of NEPS-Stage 2
NEPS units The NEPS units are composed of eight educational stages, each of which brings an age-specific perspective to the NEPS, as well as six pillars that deal with the cross-life-course collection of survey content on the core topics of the NEPS. In addition, units with overarching and fundamental tasks complement the organizational structure of the multilocal network. all NEPS units